Založba Univerze v Ljubljani / University of Ljubljana Press
Doi
Abstract
As opposed to their peers whose first languages do not know the passive voice, Slovene pupils in general do not have problems with the formation and understanding of this verb voice in German; however, they do have difficulties using it. Both German and Slovene use two voices, active and passive, and they differentiate between two forms of the latter: German has both the passive voice with werden (the dynamic passive) and the passive voice with sein (the stative passive), while Slovene has the passive voice with the participle and the passive voice with se. However, usage of the passive voice in Slovene is characterised by a longstanding tradition of rejection that is at least partially continued in the most recent Slovene grammar book by Toporišič, which states that even technical, popular and scientific texts should not use the passive voice too often.
Following the didactic-methodological principle of plurilingualism, it is necessary to take prior knowledge of the pupils into account and to activate their previously gained skills. After having checked what pupils learn about the use of the passive voice in contemporary textbooks for Slovenian language in primary and secondary schools an analysis was carried out examining how the modern textbooks for German as a foreign language that are used in Slovenian secondary schools discuss the passive voice. Based on the results, a suggestion for teaching the passive voice that would exceed the focus on its form and stress its proper usage was made.Slovenski učenci in učenke za razliko od njihovih vrstnikov, katerih prvi jeziki trpnika ne poznajo, z razumevanjem in tvorbo tega glagolskega načina v nemščini načelno nimajo težav; težave pa jim povzroča njegova raba. Tako nemščina kot slovenščina poznata dva glagolska načina, tvornega in trpnega, ter pri slednjem razlikujeta med dvema oblikama: nemščina med trpnikom dogajanja ali trpnikom s pomožnim glagolom werden in trpnikom stanja ali trpnikom s pomožnim glagolom sein, slovenščina med trpnikom z deležnikom na -n/-t in trpnikom s se. Toda rabo trpnika v slovenščini zaznamuje dolgoletna tradicija odklanjanja, ki jo vsaj delno nadaljuje tudi zadnja Toporišičeva slovenska znanstvena slovnica s pripombo, da ga niti v strokovnih, poljudnih in znanstvenih besedilih ni dobro preveč uporabljati.
Glede na sodobno didaktično-metodično načelo raznojezičnosti je treba upoštevati predznanje učencev in učenk ter aktivirati njihove predhodno pridobljene spretnosti in strategije. Zato smo v sodobnih učbenikih za slovenski jezik v osnovnih in srednjih šolah preverili, kaj učenci in učenke v njih izvedo o rabi trpnika v slovenščini, nato pa analizirali obravnavo trpnika v učbenikih za nemščino kot tuji jezik, ki se uporabljajo v slovenskih srednjih šolah, kjer se glede na učni načrt za nemščino kot drugi tuji jezik nemški trpnik obravnava. Glede na ugotovitve obeh analiz smo oblikovali predlog za didaktizacijo nemškega trpnika, ki bi s ciljem primerne rabe presegla usmerjenost k obliki
